Purpose: In this lesson, students will use their favorite colour and imagine what it tastes, feels, sounds, smells, and looks like. They will use sensory images to convey to their readers the feelings evoked by their favorite colors. Student Objectives (Learning Outcomes) Students will
Create an sensory imagery anchor chart using the book “The Black book of Colours” as a springboard
participate in a brainstorming activity using their 6 senses then draw on their experiences and feelings with a specific colour to write/create a color poem.
Write color poems based on the model poem Orange expressing their feelings and emotions.
participate in the writing process, from prewriting to drafting to revising.
PLOs A1 – Use speaking and listening to interact with others for the purpose of contributing to a class goal and completing a task. C3 – Create a variety of imaginative writing and representations following patterns modeled from literature, featuring ideas, developed through interesting sensory details and experimentation with word choice by using new, unusual words and varied descriptive and sensory language.
Hook: Read The Black Book of Colors. Discuss how the words help us create sensory images even though the “pictures” are black. Create an anchor chart to show what we use to make those images in our head Sensory Imagery Anchor Chart
Fill out the chart with the different sensory images made eg:
Taste: Red is sour like unripe strawberries
Hear: brown crunches Smell: Brown stinks
Lesson: Ask the students to each think about his/her favorite color. Ask "How would you describe what that color looks like to someone else?" Write children’s descriptions on chart paper or white board. eg: White is snow. Ask them to add more details to their description. Remind them of previous lesson on adjectives (help paint pictures in our heads). Ask them to describe their color using their senses. White is soft and fluffy like the cold crunchy snow. Make a list of the student’s descriptions of colors using the senses to describe them (texture, feeling, taste, smell, sound). Share the poem Orange (project it using a document camera or an overhead transparency projector)
Orange
Orange is feeling in your stomach after an orange soda quenched your thirst. Orange is the sun after a summer day. Orange is the sound of a field filled with dandelions blowing in the wind. Orange is the taste of a pizza that just came out of the oven. Orange is the sound of a busy bumblebee. Orange is the taste of cold glass of orange juice. Orange is the feeling inside you when you accomplish something. Orange is the sound of a tomato plant growing. Orange is the color of a carrot that just popped out of the ground. Orange is the smell of a Tiger-Lily petal. Orange is the feeling after a baby smiles. Orange is the color of a brown beaver's incisor. Orange is the smell of a late July day. Orange is the feeling of a puppy's fur. Orange is the color of peach marmalade on a side of toast. Orange is the sound of a canoe paddling through shallow water. And orange is a color that is safe and alive color.
With the students Write next to each line what sense is being used to describe the colour (look, sound, feel, touch, smell , hear) Guided Practice: As a class, choose a colour. Discuss how it makes us feel. Write a class poem emulating the poem Orange (using sensory imagery).
Share poems from previous years, ask if the students can feel, taste, hear, touch, see, and smell the colour.
Independent Practice When students are ready, send them to work on their color poem in the writer’s notebook using the following questions to help them brainstorm lists about their colour List 1: What things LOOK (colour)? List 2: What things SOUND (colour)? List 3: What things SMELL (colour)? List 4: How does (colour) FEEL? List 5: What makes YOU FEEL (colour)? List 6: What things TASTE (colour)? Teacher goes around helping those who might need support. Using their brainstormed lists, students write their poems and share with other listening for feedback (2 stars 1 wish). Extra support: Read poems from Hailstones and Halibut Bones: Adventures in Poetry and Color by Mary O'Neill and John Wallner Make lists of imagery found for each colour.
Place students in groups. Have them brainstorm and write as a group a color poem.
Upcoming Lessons: Ss will take their poems through the Writing process. They will revise, edit, conference with teacher and peers, revise and edit again, and finally and publish their work.
Assessment Formative: A1- Are the students able to share ideas relevant to class activities and discussions (e.g. brainstorming share ideas opinions and feelings) facial expression) C3 - Are the students able to create sensory imagery in their poem? The writing contains descriptions enhanced through sensory details. Are the students able to emulate the style of the poem Orange
Summative: A published colour poem using sensory imagery.
Colour Poems
Purpose: In this lesson, students will use their favorite colour and imagine what it tastes, feels, sounds, smells, and looks like. They will use sensory images to convey to their readers the feelings evoked by their favorite colors.
Student Objectives (Learning Outcomes)
Students will
PLOs
A1 – Use speaking and listening to interact with others for the purpose of contributing to a class goal and completing a task.
C3 – Create a variety of imaginative writing and representations following patterns modeled from literature, featuring ideas, developed through interesting sensory details and experimentation with word choice by using new, unusual words and varied descriptive and sensory language.
Hook:
Read The Black Book of Colors. Discuss how the words help us create sensory images even though the “pictures” are black. Create an anchor chart to show what we use to make those images in our head
Sensory Imagery Anchor Chart
Fill out the chart with the different sensory
images made eg:
Taste: Red is sour like unripe strawberries
Hear: brown crunches
Smell: Brown stinks
Lesson:
Ask the students to each think about his/her favorite color.
Ask "How would you describe what that color looks like to someone else?"
Write children’s descriptions on chart paper or white board.
eg: White is snow. Ask them to add more details to their description. Remind them of previous lesson on adjectives (help paint pictures in our heads). Ask them to describe their color using their senses.
White is soft and fluffy like the cold crunchy snow.
Make a list of the student’s descriptions of colors using the senses to describe them (texture, feeling, taste, smell, sound).
Share the poem Orange (project it using a document camera or an overhead transparency projector)
Orange is feeling in your stomach after an orange soda quenched your thirst.
Orange is the sun after a summer day.
Orange is the sound of a field filled with dandelions blowing in the wind.
Orange is the taste of a pizza that just came out of the oven.
Orange is the sound of a busy bumblebee.
Orange is the taste of cold glass of orange juice.
Orange is the feeling inside you when you accomplish something.
Orange is the sound of a tomato plant growing.
Orange is the color of a carrot that just popped out of the ground.
Orange is the smell of a Tiger-Lily petal.
Orange is the feeling after a baby smiles.
Orange is the color of a brown beaver's incisor.
Orange is the smell of a late July day.
Orange is the feeling of a puppy's fur.
Orange is the color of peach marmalade on a side of toast.
Orange is the sound of a canoe paddling through shallow water.
And orange is a color that is safe and alive color.
With the students Write next to each line what sense is being used to describe the colour (look, sound, feel, touch, smell , hear)
Guided Practice:
As a class, choose a colour. Discuss how it makes us feel. Write a class poem emulating the poem Orange (using sensory imagery).
Share poems from previous years, ask if the students can feel, taste, hear, touch, see, and smell the colour.
Independent Practice
When students are ready, send them to work on their color poem in the writer’s notebook using the following questions to help them brainstorm lists about their colour
List 1: What things LOOK (colour)?
List 2: What things SOUND (colour)?
List 3: What things SMELL (colour)?
List 4: How does (colour) FEEL?
List 5: What makes YOU FEEL (colour)?
List 6: What things TASTE (colour)?
Teacher goes around helping those who might need support.
Using their brainstormed lists, students write their poems and share with other listening for feedback (2 stars 1 wish).
Extra support:
Read poems from Hailstones and Halibut Bones: Adventures in Poetry and Color by Mary O'Neill and John Wallner
Make lists of imagery found for each colour.
Go over Color Imagery List
Give a colour poem template
Place students in groups. Have them brainstorm and write as a group a color poem.
Upcoming Lessons: Ss will take their poems through the Writing process. They will revise, edit, conference with teacher and peers, revise and edit again, and finally and publish their work.
Assessment
Formative:
A1- Are the students able to share ideas relevant to class activities and discussions (e.g. brainstorming share ideas opinions and feelings)
facial expression)
C3 - Are the students able to create sensory imagery in their poem? The writing contains descriptions enhanced through sensory details. Are the students able to emulate the style of the poem Orange
Summative: A published colour poem using sensory imagery.